1. How does this tie in with what we have learned so far?
I feel that this is the icing on the cake, as it connects to everything. Technology is very important in the learning process. We learned about the positive effects of multimedia at the beginning of the semester. The benefits of technology are countless. Most of the programs described coincide with those themes. We also learned about the importance of motivation. The chapters explained several ways to include technology and enhance real-world situations. These real-world experiences promote motivation and the transfer of knowledge. We also know that deep-processing and personal connections promote better understanding. All of the these things take place when using the programs described.
2. What am I still not clear on?
I understand the reading, but as I continued to read, I grew more and more overwhelmed of what I could do in my classroom. I wanted to jump in and start using some of these great programs, but I knew that I simply could not do that. I also began to think about scheduling as I grew interested in these activities. We all know that adding something new means that something old must be removed. Wow! I feel so pressured about what I need to get done each year. I know that with time, I could modify these activities so that they included more of the needed skills. I think that starting small is the only way to go.
3. How will I incorporate this in my teaching?
I was very interested in the Project GLOBE activity. This had children of all ages learning about their environment and communities by taking responsibility for researching and answering questions. I would like to try to implement some of the concepts of this project in my own room. I think that I would make this a student-centered project. The students should decide what questions need answered in our community. We would spend a great deal of time on the planning aspect of this unit, but I think it would be beneficial.
Thursday, April 23, 2009
Thursday, April 16, 2009
Chapters 6 & 7
1. How does this information tie in with what we have already learned?
These two chapters seemed to connect completely with our previous readings. One thing that really stood out to me was the different environments. Each of these environments promoted learning in various settings. The knowledge-centered environment was one that I could relate to the problem-solving aspects we learned earlier. These would include how we learn and retain information. This part of the chapter discusses how children use their knowledge to from this environment for later activities. I began to think about the use of transfer with this environment. The learner-centered environment seems to focus more on the students than their specific knowledge. This environment relies heavily on the differences of each child. This section of the chapter was easily connected to the examples from our text about students with special needs, the mentally ill, and others who don't exactly fit the norms. The learner-centered environment makes sure that individual needs are met before moving on to other activities. My personal favorite, the community-centered environment is easily linked to the Polyanna Principal. This environment stresses safety in numbers, and that each child is important to the group. Having said this, the group, itself, is the main focus of this environment. We have read several times that positive, safe environments provide better learning experiences. We also can connect this to some of the motivation readings. We know that intrinsic motivation is more effective than extrinsic motivation. Quite often, children will want learn and participate because they are part of a group where their membership is critical.
2. What part of this am I still not clear on?
Actually, knock on wood, but I still am understanding the readings for this week. I would like to learn more about the various environments and how they coincide with the different learning styles. I think that it would be interesting to see if people who are more mathematical or linguistic do better in a specific environment. I also think that it would be interesting to learn if people who have strengths in the inter and intra personal areas function better in a community-centered environment.
3. How will I apply this to my own teaching?
I feel that I use a great deal of community-centered environment in my classroom management. I encourage the children to be a part of a cohesive group where each member is critical for success. My teaching centers around making sure that our community works well together in both academic and social settings. I also use the knowledge-centered environment more for math and science centers. Here, my students are given a specific skill to learn or master. My language centers offer more freedom. My students may write often write or read what they wish based on their academic level. I would like to find a way to mesh both the learner-centered and the knowledge-centered environments in my class. I am leaning toward more differentiated learning to accomplish this, but I wish there was a formula guide me through this.
These two chapters seemed to connect completely with our previous readings. One thing that really stood out to me was the different environments. Each of these environments promoted learning in various settings. The knowledge-centered environment was one that I could relate to the problem-solving aspects we learned earlier. These would include how we learn and retain information. This part of the chapter discusses how children use their knowledge to from this environment for later activities. I began to think about the use of transfer with this environment. The learner-centered environment seems to focus more on the students than their specific knowledge. This environment relies heavily on the differences of each child. This section of the chapter was easily connected to the examples from our text about students with special needs, the mentally ill, and others who don't exactly fit the norms. The learner-centered environment makes sure that individual needs are met before moving on to other activities. My personal favorite, the community-centered environment is easily linked to the Polyanna Principal. This environment stresses safety in numbers, and that each child is important to the group. Having said this, the group, itself, is the main focus of this environment. We have read several times that positive, safe environments provide better learning experiences. We also can connect this to some of the motivation readings. We know that intrinsic motivation is more effective than extrinsic motivation. Quite often, children will want learn and participate because they are part of a group where their membership is critical.
2. What part of this am I still not clear on?
Actually, knock on wood, but I still am understanding the readings for this week. I would like to learn more about the various environments and how they coincide with the different learning styles. I think that it would be interesting to see if people who are more mathematical or linguistic do better in a specific environment. I also think that it would be interesting to learn if people who have strengths in the inter and intra personal areas function better in a community-centered environment.
3. How will I apply this to my own teaching?
I feel that I use a great deal of community-centered environment in my classroom management. I encourage the children to be a part of a cohesive group where each member is critical for success. My teaching centers around making sure that our community works well together in both academic and social settings. I also use the knowledge-centered environment more for math and science centers. Here, my students are given a specific skill to learn or master. My language centers offer more freedom. My students may write often write or read what they wish based on their academic level. I would like to find a way to mesh both the learner-centered and the knowledge-centered environments in my class. I am leaning toward more differentiated learning to accomplish this, but I wish there was a formula guide me through this.
Saturday, April 4, 2009
Chapter 10 - April 5 - 11
1. How does this topic fit in with what I have already learned?
So much of this chapter directly coincides with the information we have already learned about. The cognitive model of writing ties in with so much we have learned. The self-efficacy effect of writing states that if one perceives to posses an adept writing ability, there is a higher likelihood that their writing will be better than another with less self-esteem. I can easily connect this to the fact that we learn and work better in a positive environment. This also ties in with what we learned in chapter nine about negatives taking longer to process. Negative information seems to work against us, where positive information and beliefs help us in all aspects of our lives. I also connected working memory with writing, as it states in the chapter. We need our working memory to help supply our writing with content and information. We also need our long-term memory to activate semantic and syntactic rules for proper writing. Our phonological loop comes into play during the writing process because we can "hear" our thoughts as we write them down. In fact, I am using mine now to tell me the sentences that I am forming. One other, but far from final, aspect that I can connect to this chapter is the visuospatial sketchpad. When writing, one has to picture and visualize what they are writing about in order to be descriptive.
2. What am I still not clear on from this chapter's readings?
I believe that I am okay on most of the concepts in this chapter. It was easy to read and understand. I believe that I am more of a language person, and this chapter appealed to my interests. I kept going back to the section on common ground. I know that this is the background knowledge and experiences needed for effective communication. I teach in a small, rural town with a high poverty level. I keep referring back to my Ruby Payne training to help me understand the differences in social classes. Generating a common ground for my students is one of the most important and most difficult things I do as a teacher. I hope that I am doing enough hands-on activities, showing enough visual examples, and appealing to all of the modalities in enough manners to determine common ground with my students.
3. Under what conditions will I apply this to my own teaching?
One thing that I try to do is to engage my students as we are learning. I try very hard to incorporate movement in almost all things that I teach. When teaching the color words, I also teach the American sign language movement for the color. It seems that many of my non-readers become successful readers by using these types of movements. The text states that using our hands can help the learning process and the retention process. I knew that this worked for me, but I know now that this works for most people. I am going to try to incorporate more movement and sign language when teaching other words.
After reading that we do not edit our own writing very well, I began to think about my own students. Their writing seems perfect to them. I am going to have other students try to read the writing to show some of the possible editing opportunities. I think that this will have to be done in centers with an adult assisting. This would be a great opportunity for spelling rules.
So much of this chapter directly coincides with the information we have already learned about. The cognitive model of writing ties in with so much we have learned. The self-efficacy effect of writing states that if one perceives to posses an adept writing ability, there is a higher likelihood that their writing will be better than another with less self-esteem. I can easily connect this to the fact that we learn and work better in a positive environment. This also ties in with what we learned in chapter nine about negatives taking longer to process. Negative information seems to work against us, where positive information and beliefs help us in all aspects of our lives. I also connected working memory with writing, as it states in the chapter. We need our working memory to help supply our writing with content and information. We also need our long-term memory to activate semantic and syntactic rules for proper writing. Our phonological loop comes into play during the writing process because we can "hear" our thoughts as we write them down. In fact, I am using mine now to tell me the sentences that I am forming. One other, but far from final, aspect that I can connect to this chapter is the visuospatial sketchpad. When writing, one has to picture and visualize what they are writing about in order to be descriptive.
2. What am I still not clear on from this chapter's readings?
I believe that I am okay on most of the concepts in this chapter. It was easy to read and understand. I believe that I am more of a language person, and this chapter appealed to my interests. I kept going back to the section on common ground. I know that this is the background knowledge and experiences needed for effective communication. I teach in a small, rural town with a high poverty level. I keep referring back to my Ruby Payne training to help me understand the differences in social classes. Generating a common ground for my students is one of the most important and most difficult things I do as a teacher. I hope that I am doing enough hands-on activities, showing enough visual examples, and appealing to all of the modalities in enough manners to determine common ground with my students.
3. Under what conditions will I apply this to my own teaching?
One thing that I try to do is to engage my students as we are learning. I try very hard to incorporate movement in almost all things that I teach. When teaching the color words, I also teach the American sign language movement for the color. It seems that many of my non-readers become successful readers by using these types of movements. The text states that using our hands can help the learning process and the retention process. I knew that this worked for me, but I know now that this works for most people. I am going to try to incorporate more movement and sign language when teaching other words.
After reading that we do not edit our own writing very well, I began to think about my own students. Their writing seems perfect to them. I am going to have other students try to read the writing to show some of the possible editing opportunities. I think that this will have to be done in centers with an adult assisting. This would be a great opportunity for spelling rules.
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